Avaliação e rendimento escolar: análise dos professores do ensino fundamental I

Abstract

This text is the research for the Final Course Project, whose central objective is to verify and understand how teachers evaluate school performance in Elementary School I, in order to analyze whether teachers establish a relationship between performance and the social and economic context of the students. Therefore, we sought to identify and analyze their perceptions about the school evaluation process adopted in the early years of elementary school. This is qualitative research, carried out according to the methodological procedures of a case study, guided by the following research problem: To what extent do teachers consider the social and economic context of students when evaluating their school performance? The study was conducted in a public school in the city of Brejo Santo, Ceará, in which three teachers working in the early years of Elementary School participated. The participants gave interviews, which were organized according to the techniques of content analysis, in a main category —School Evaluation — and three subcategories: School Planning, The Evaluation Process, and School Performance. The research indicated that the teachers consider their assessments not to be predominantly quantitative in nature, with observation being a daily component of the classroom routine and an important indicator of children's learning. Consequently, it is through observation that the teachers develop lesson plans and define their lesson plans, seeking to meet the individual needs of each child. They also consider that children's academic performance is constantly manifested in their routines and reflected in various evaluative dimensions.